The promise and perils of asynchronous learning: how faculty, students, and administrators can collaboratively increase retention and satisfaction in the online classroom

2.50
Hdl Handle:
http://hdl.handle.net/10547/622376
Title:
The promise and perils of asynchronous learning: how faculty, students, and administrators can collaboratively increase retention and satisfaction in the online classroom
Authors:
Bissonette, Devan
Abstract:
This paper explores some of the major challenges faced by faculty, students, administrators, and support staff in retaining online students, and doing so while earning high marks for the quality of each course. A number of strategies are explored beginning with the need to carefully consider effective mixes of technology, structure, and content in the classroom environment. With an emphasis on social presence and careful consideration of how students use technology to access the class learning management system (LMS), the paper offers a variety of options to build classroom spaces that foster a sense of community and collaboration. Thereafter the paper addresses best practices to turn well‐ considered design elements into a classroom experience which addresses issues related to retention, achieving learning outcomes, and ensuring students and faculty invest in the learning process from day one. By addressing concerns shared by the major actors in the field of online education, realistic best practices can be identified to help ensure online learning achieves, if not exceeds, retention and satisfaction levels seen from brick‐and‐mortar classrooms.
Affiliation:
Walden University
Citation:
Bissonette, D. (2017) 'The promise and perils of asynchronous learning: how faculty, students, and administrators can collaboratively increase retention and satisfaction in the online classroom' Journal of pedagogic development 7 (3)
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
1-Nov-2017
URI:
http://hdl.handle.net/10547/622376
Additional Links:
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/398
Type:
Article
Language:
en
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorBissonette, Devanen
dc.date.accessioned2017-11-10T14:13:52Z-
dc.date.available2017-11-10T14:13:52Z-
dc.date.issued2017-11-01-
dc.identifier.citationBissonette, D. (2017) 'The promise and perils of asynchronous learning: how faculty, students, and administrators can collaboratively increase retention and satisfaction in the online classroom' Journal of pedagogic development 7 (3)en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/622376-
dc.description.abstractThis paper explores some of the major challenges faced by faculty, students, administrators, and support staff in retaining online students, and doing so while earning high marks for the quality of each course. A number of strategies are explored beginning with the need to carefully consider effective mixes of technology, structure, and content in the classroom environment. With an emphasis on social presence and careful consideration of how students use technology to access the class learning management system (LMS), the paper offers a variety of options to build classroom spaces that foster a sense of community and collaboration. Thereafter the paper addresses best practices to turn well‐ considered design elements into a classroom experience which addresses issues related to retention, achieving learning outcomes, and ensuring students and faculty invest in the learning process from day one. By addressing concerns shared by the major actors in the field of online education, realistic best practices can be identified to help ensure online learning achieves, if not exceeds, retention and satisfaction levels seen from brick‐and‐mortar classrooms.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/article/view/398en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectonline learningen
dc.subjectLMSen
dc.subjectlearning management systemen
dc.subjecteducationen
dc.subjectpedagogyen
dc.subjectvirtual communitiesen
dc.subjectonline learning environmentsen
dc.subjectelearningen
dc.subjectX300 Academic studies in Educationen
dc.titleThe promise and perils of asynchronous learning: how faculty, students, and administrators can collaboratively increase retention and satisfaction in the online classroomen
dc.typeArticleen
dc.contributor.departmentWalden Universityen
dc.identifier.journalJournal of pedagogic developmenten
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